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Dinâmicas escolares - práticas educativas e organizativas para assegurar o sucesso escolar e prevenir o insucesso
| Name: | Description: | Size: | Format: | |
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| Dinâmicas escolares - práticas educativas e organizativas para assegurar o sucesso escolar e prevenir o insucesso | 5.43 MB | Adobe PDF |
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Abstract(s)
A investigação apresenta os resultados de um estudo baseado na observação participada
das dinâmicas organizativas da Escola Pública no Interior Norte do País em Terras de Trás-
os-Montes no ano letivo de 2021/2021. De que forma as medidas aqui implementadas
efetivam o direito à educação dos alunos, sucesso educativo e estão suficientemente
adaptadas às necessidades do contexto, Escola Pública em contexto rural? Foram
levantadas e recolhidas perceções da comunidade educativa desde os alunos, objeto
principal do estudo, docentes, técnicos, funcionários, autarquia local e a associação de Pais.
Numa outra vertente foi analisada ainda a especificidade de alguns dos alunos da Instituição
serem deslocados da sua aldeia de origem, diariamente, será este um fator de insucesso
para o percurso educativo dos alunos? A metodologia qualitativa adotada para análise em
profundidade da problemática do insucesso e abandono escolar, que vem marcando ao longo
dos anos este contexto, implicou a recolha de dados da observação participante realizada
durante as atividades desenvolvidas junto de alunos deslocados bem como de outras
medidas dinâmicas desenvolvidas no âmbito da promoção do sucesso escolar entre outras,
decorrentes do dia-a-dia escolar. Foi possível analisar e compreender o contexto territorial,
os processos e dinâmicas do percurso escolar influenciados pelas medidas dirigidas aos
alunos deslocados, as medidas promovidas no âmbito do sucesso escolar, bem como de
alguns entraves que aqui se colocam, as representações dos atores escolares e sociais sobre
os problemas e futuras intervenções.
The research presents the results of a study based on the participatory observation of the organizational dynamics of the Public School in the North Interior of Portugal in Terras de Trás-os-Montes in the 2021/2021 academic year. How are the measures implemented here effective the right to education of students, educational success and are they sufficiently adapted to the needs of the context, Public School in rural context? Perceptions of the educational community were collected from the students, the main object of the study, teachers, senior technicians, school staff, local government and the Parents Association. In another aspect was also analyzed the specificity of some of the students of the institution being displaced from their village of origin, daily, is this a factor of failure for the educational path of the students? The qualitative methodology adopted for in-depth analysis of the problem of failure and school dropout, which has marked over the years this context, data collection of participant observation performed during the activities developed with displaced students as well as other dynamic measures developed in the context of promoting school success among others, resulting from the day-to-day school. It was possible to analyze and understand the territorial context, the processes and dynamics of the school course influenced by the measures directed to displaced students, the measures promoted in the context of school success, as well as some obstacles that arise here, representations of school and social actors on problems and future interventions.
The research presents the results of a study based on the participatory observation of the organizational dynamics of the Public School in the North Interior of Portugal in Terras de Trás-os-Montes in the 2021/2021 academic year. How are the measures implemented here effective the right to education of students, educational success and are they sufficiently adapted to the needs of the context, Public School in rural context? Perceptions of the educational community were collected from the students, the main object of the study, teachers, senior technicians, school staff, local government and the Parents Association. In another aspect was also analyzed the specificity of some of the students of the institution being displaced from their village of origin, daily, is this a factor of failure for the educational path of the students? The qualitative methodology adopted for in-depth analysis of the problem of failure and school dropout, which has marked over the years this context, data collection of participant observation performed during the activities developed with displaced students as well as other dynamic measures developed in the context of promoting school success among others, resulting from the day-to-day school. It was possible to analyze and understand the territorial context, the processes and dynamics of the school course influenced by the measures directed to displaced students, the measures promoted in the context of school success, as well as some obstacles that arise here, representations of school and social actors on problems and future interventions.
Description
Keywords
Educação como 1º Direito Medidas de Promoção do Sucesso escolar Educação como processo de emancipação Contexto Rural Alunos Deslocados